nd Workforce Development,
Holyoke (MA) Community College will host the Institute for 21st Century Teaching and Learning.
The Institute’s purpose is not only to enhance awareness of the skills and ways of thinking students will need in order to meet and successfully address the multiple challenges of the 21st century, but also – and most importantly – to provide strategies and share examples of how to apply this awareness to actual teaching and learning.
In order to provide opportunity for in-depth interaction and long-term impact, the Institute is limited to 100 participants, so register soon. Registration deadline is June 11. The Institute will involve participants in activities that incorporate the processes being addressed and include planning for back home application.
Please check out the link below, share it with your colleagues, and consider participating. It will take you to the web site where you will find more detail and registration information.
I've spent the last 8 years working with 4-year institutions and couldn't help but realize how often the community colleges are left out of most discussions about education in America. Just wondering if others have the same experience.
Date: Tuesday, October 20th, 2009
Time: 5pm Pacific / 8pm Eastern / 12am GMT (next day) (international times here)
Duration: 1 hour
Location: In Elluminate. Log in at http://tinyurl.com/futureofed. The Elluminate room will be open up to 30 minutes before the event if you want to come in early. To make sure that your computer is configured for Elluminate, please visit http://www.elluminate.com/support. Recordings of the session will be posted within a day of the event.
Judi Fusco and Patti Schank from the Stanford Research Institute (SRI) join us to talk about the Tapped In network, educational social networking, and the future of electronic communities in education:
1. What is the difference between community and social networking?
2. What does community brings to the learning process (e.g., Communities of Practice and how that guided their work in Tapped In)? What are examples of successes and what have different organizations/small groups have achieved?
3. Ho do we create community in online situations?
4. How do we understand what the community gives to the participants?
Dr. Judith Fusco is a research scientist in SRI International's Center for Technology in Learning, and specializes in researching and developing online communities, technologies, and resources. Since 1998, she has directed the community development of TAPPED IN, an online community for teacher professional development. While developing the community, she has worked with master teachers from all over the world; and organizations like, NCREL, PBS, Pepperdine University, and Los Angeles County Office of Education. She has helped grow Tapped In from 300 teachers to over 20,000 and has helped many organizations learn to work online.
Dr. Fusco's research on the community involves examining social and technical supports necessary for online community, individual and group readiness, investigating models for online professional development, understanding the nature of local K-12 education communities of practice, generally analyzing and applying social network analysis (SNA) techniques to quantitative data gathered in the community. In addition, she is part of the OERL (Online Evaluation Research Library) team. She is co-leading the evaluation of the OERL web site and working with professors to investigate how OERL might be used in graduate level evaluation courses.
Before coming to SRI International, she worked at Apple Computer, Inc. leading the community development of Convomania, on an online community for kids who are sick or have a disability. The community of Convomania ended in January of 1998, so Dr. Fusco, Teresa Middleton (CTL alum) and others formed the online community PatchWorx, a 501c3 non-profit organization for kids who are sick or have a disability.
For more, see http://ctl.sri.com/people/displayPerson.jsp?Nick=jfusco
Patricia Schank is a cognitive and computer scientist at SRI's Center for Technology in Learning. Her current research interests are human computer interaction (HCI), social computing, computer supported collaborative learning (CSCL), and computer supported cooperative work (CSCW). Working with teams of developers and researchers, she applies a range of design and engineering processes (interface design, prototyping, user testing, architecture specification, and implementation) and research methodologies to develop and analyze innovative socio-technical environments. Dr. Schank has a Ph.D. in education (emphasis in cognition and learning) and an M.S. in computer science (emphasis in artificial intelligence) from the University of California at Berkeley, where her dissertation work focused on modeling and aiding scientific reasoning through an integration of theory-based cognitive simulations, experimental studies, and instructional curricula.
For more, see http://ctl.sri.com/people/displayPerson.jsp?Nick=schank…
Mathematics presents several particular challenges, both social and technological. Socially, in many communities it's not a cool thing to do, the effect somewhat amplified if censorship and classroom pressures to actually engage in math are relaxed or removed in web 2.0 communities. Typing even simple formulas is a chore, and more complex formulas more or less require programming, so texting about math is a challenge in itself.
Math authoring by kids for kids, or by novices for that matter, is hard to find. Kid communities like Club Penguin invite authoring in many ways, but rarely in mathematics. Maybe math authoring communities require particular social software to support them? What would "Flickr for sharing math" look like? Some programming environments have math-sharing communities, such as Scratch.
Whatever you do, please extend some love toward "Math 2.0" Let me know if I can help in any way.…
to learn, and you being a story teller, should be able to leave a marked influence on their young minds.
i wanted to know what do you mean by community learning? underprivileged or on a more generic term for smaller communities?…
Added by Judy Jacob at 2:22am on September 21, 2009
point? Having a broad group of ideas and people to bounce ideas off of is important, but you can't ignore your local community. What you learn through your "networks" has to be shaped to the specifics of your local community. What works well in one fashion in one location, may not work the same way in your local community. In terms of education, do all your stakeholders in your community have the same "goggles?" At this period in time, probably not. I think we have a lot of the answers. It is implementing those answers, taking action, which is difficult.…